English Language JAMB, WAEC, NECO AND NABTEB Official Past Questions

This passage sums up the problems peculiar to the book trade make it different from any other trade-the problem of selection and the problem of sticking. How is the bookseller to tell what, in an enormous output, will prove sale-able before the full weight of unsold items affects the balance of his business and how is he at the same time to hold a stock large enough to enable the public to choose freely? He may seek to escape from this dilemma by becoming the passive sales representative of large publishing houses or distribution networks but he is then no longer a book seller. He may take refuge in the sale of items to a restricted circle of customers but he thereby cuts himself of from all that is vital in his trade and dooms himself to mediocrity and stagnation. On the other hand, he may protect his business from the danger of idle stock by speculating on the latest publication but this is a dangerous game in that it implies a constantly changing clientele: readers remain faithful to their own discoveries and failure to follow up a book an author or a type of literature means dismissing the public responsible for their success.
This brings us back to the fact that books are indefinable. The story is told of a certain country with a great many generals where it was decided to present a rare and valuable edition of an old book to a general about to retire. The old soldier looked at the volume and remarked, ‘A book? What’s the point? I’ve already got one!’

This passage sums up the problems peculiar to the book trade make it different from any other trade-the problem of selection and the problem of sticking. How is the bookseller to tell what, in an enormous output, will prove sale-able before the full weight of unsold items affects the balance of his business and how is he at the same time to hold a stock large enough to enable the public to choose freely? He may seek to escape from this dilemma by becoming the passive sales representative of large publishing houses or distribution networks but he is then no longer a book seller. He may take refuge in the sale of items to a restricted circle of customers but he thereby cuts himself of from all that is vital in his trade and dooms himself to mediocrity and stagnation. On the other hand, he may protect his business from the danger of idle stock by speculating on the latest publication but this is a dangerous game in that it implies a constantly changing clientele: readers remain faithful to their own discoveries and failure to follow up a book an author or a type of literature means dismissing the public responsible for their success.
This brings us back to the fact that books are indefinable. The story is told of a certain country with a great many generals where it was decided to present a rare and valuable edition of an old book to a general about to retire. The old soldier looked at the volume and remarked, ‘A book? What’s the point? I’ve already got one!’

This passage sums up the problems peculiar to the book trade make it different from any other trade-the problem of selection and the problem of sticking. How is the bookseller to tell what, in an enormous output, will prove sale-able before the full weight of unsold items affects the balance of his business and how is he at the same time to hold a stock large enough to enable the public to choose freely? He may seek to escape from this dilemma by becoming the passive sales representative of large publishing houses or distribution networks but he is then no longer a book seller. He may take refuge in the sale of items to a restricted circle of customers but he thereby cuts himself of from all that is vital in his trade and dooms himself to mediocrity and stagnation. On the other hand, he may protect his business from the danger of idle stock by speculating on the latest publication but this is a dangerous game in that it implies a constantly changing clientele: readers remain faithful to their own discoveries and failure to follow up a book an author or a type of literature means dismissing the public responsible for their success.
This brings us back to the fact that books are indefinable. The story is told of a certain country with a great many generals where it was decided to present a rare and valuable edition of an old book to a general about to retire. The old soldier looked at the volume and remarked, ‘A book? What’s the point? I’ve already got one!’

This passage sums up the problems peculiar to the book trade make it different from any other trade-the problem of selection and the problem of sticking. How is the bookseller to tell what, in an enormous output, will prove sale-able before the full weight of unsold items affects the balance of his business and how is he at the same time to hold a stock large enough to enable the public to choose freely? He may seek to escape from this dilemma by becoming the passive sales representative of large publishing houses or distribution networks but he is then no longer a book seller. He may take refuge in the sale of items to a restricted circle of customers but he thereby cuts himself of from all that is vital in his trade and dooms himself to mediocrity and stagnation. On the other hand, he may protect his business from the danger of idle stock by speculating on the latest publication but this is a dangerous game in that it implies a constantly changing clientele: readers remain faithful to their own discoveries and failure to follow up a book an author or a type of literature means dismissing the public responsible for their success.
This brings us back to the fact that books are indefinable. The story is told of a certain country with a great many generals where it was decided to present a rare and valuable edition of an old book to a general about to retire. The old soldier looked at the volume and remarked, ‘A book? What’s the point? I’ve already got one!’

This passage sums up the problems peculiar to the book trade make it different from any other trade-the problem of selection and the problem of sticking. How is the bookseller to tell what, in an enormous output, will prove sale-able before the full weight of unsold items affects the balance of his business and how is he at the same time to hold a stock large enough to enable the public to choose freely? He may seek to escape from this dilemma by becoming the passive sales representative of large publishing houses or distribution networks but he is then no longer a book seller. He may take refuge in the sale of items to a restricted circle of customers but he thereby cuts himself of from all that is vital in his trade and dooms himself to mediocrity and stagnation. On the other hand, he may protect his business from the danger of idle stock by speculating on the latest publication but this is a dangerous game in that it implies a constantly changing clientele: readers remain faithful to their own discoveries and failure to follow up a book an author or a type of literature means dismissing the public responsible for their success.
This brings us back to the fact that books are indefinable. The story is told of a certain country with a great many generals where it was decided to present a rare and valuable edition of an old book to a general about to retire. The old soldier looked at the volume and remarked, ‘A book? What’s the point? I’ve already got one!’

The importance of the code theory in education lies in the fact that the school system requires the use of an elaborated code but not all students have access to it. The importance of this theory to sociology lies in the fact that the differential access to the elaborated code does not occur randomly but rather is controlled by the class system. Lower working-class urban children tend to have a restricted code. Middle-class children possess both a restricted and an elaborated code. The two groups enter into different types of relationship and learn to express themselves in different ways through language. They do not use language for the same functions, some of which it seems are necessary for the school situation. When the lower working-class child is expected implicity to exploit language for functions, he normally does not express verbally a discontinuity is created between his home and his school environment. He has learned to verbalize certain range of meanings in his home and when he enters school, another range of meaning is required. There is then a very subtle but nonetheless very real, sense in which what is taught is personally irrelevant for this child. The school system does not talk to him. Middle class children possessing both codes experience no such discontinuity. They can use languages for these functions required by the school.

The importance of the code theory in education lies in the fact that the school system requires the use of an elaborated code but not all students have access to it. The importance of this theory to sociology lies in the fact that the differential access to the elaborated code does not occur randomly but rather is controlled by the class system. Lower working-class urban children tend to have a restricted code. Middle-class children possess both a restricted and an elaborated code. The two groups enter into different types of relationship and learn to express themselves in different ways through language. They do not use language for the same functions, some of which it seems are necessary for the school situation. When the lower working-class child is expected implicity to exploit language for functions, he normally does not express verbally a discontinuity is created between his home and his school environment. He has learned to verbalize certain range of meanings in his home and when he enters school, another range of meaning is required. There is then a very subtle but nonetheless very real, sense in which what is taught is personally irrelevant for this child. The school system does not talk to him. Middle class children possessing both codes experience no such discontinuity. They can use languages for these functions required by the school.

The importance of the code theory in education lies in the fact that the school system requires the use of an elaborated code but not all students have access to it. The importance of this theory to sociology lies in the fact that the differential access to the elaborated code does not occur randomly but rather is controlled by the class system. Lower working-class urban children tend to have a restricted code. Middle-class children possess both a restricted and an elaborated code. The two groups enter into different types of relationship and learn to express themselves in different ways through language. They do not use language for the same functions, some of which it seems are necessary for the school situation. When the lower working-class child is expected implicity to exploit language for functions, he normally does not express verbally a discontinuity is created between his home and his school environment. He has learned to verbalize certain range of meanings in his home and when he enters school, another range of meaning is required. There is then a very subtle but nonetheless very real, sense in which what is taught is personally irrelevant for this child. The school system does not talk to him. Middle class children possessing both codes experience no such discontinuity. They can use languages for these functions required by the school.

The importance of the code theory in education lies in the fact that the school system requires the use of an elaborated code but not all students have access to it. The importance of this theory to sociology lies in the fact that the differential access to the elaborated code does not occur randomly but rather is controlled by the class system. Lower working-class urban children tend to have a restricted code. Middle-class children possess both a restricted and an elaborated code. The two groups enter into different types of relationship and learn to express themselves in different ways through language. They do not use language for the same functions, some of which it seems are necessary for the school situation. When the lower working-class child is expected implicity to exploit language for functions, he normally does not express verbally a discontinuity is created between his home and his school environment. He has learned to verbalize certain range of meanings in his home and when he enters school, another range of meaning is required. There is then a very subtle but nonetheless very real, sense in which what is taught is personally irrelevant for this child. The school system does not talk to him. Middle class children possessing both codes experience no such discontinuity. They can use languages for these functions required by the school.

The importance of the code theory in education lies in the fact that the school system requires the use of an elaborated code but not all students have access to it. The importance of this theory to sociology lies in the fact that the differential access to the elaborated code does not occur randomly but rather is controlled by the class system. Lower working-class urban children tend to have a restricted code. Middle-class children possess both a restricted and an elaborated code. The two groups enter into different types of relationship and learn to express themselves in different ways through language. They do not use language for the same functions, some of which it seems are necessary for the school situation. When the lower working-class child is expected implicity to exploit language for functions, he normally does not express verbally a discontinuity is created between his home and his school environment. He has learned to verbalize certain range of meanings in his home and when he enters school, another range of meaning is required. There is then a very subtle but nonetheless very real, sense in which what is taught is personally irrelevant for this child. The school system does not talk to him. Middle class children possessing both codes experience no such discontinuity. They can use languages for these functions required by the school.

If we examine the opportunities for education of girls or women in less developed countries, we usually find a dismal picture. In some countries, the ratio of boys to girls in secondary schools is more than seven to one. What happens to the girls? Often they are kept at home to look after younger siblings and to perform a variety of domestic chores. Their education is not perceived as in any way equal in importance to that of boys. When a non-literate or barely literate girl reaches adolescence, she has little or no qualification for employment, even if her community provides any opportunity for the employment of women. The solution is to get her married as soon as possible, with the inevitable result that she produces children too soon, too often and too late. With no formal education, she is hardly aware that there is any alternative. In a study made in Thailand, it was noted that the literate woman marries later and ceases childbearing earlier than her non-literate counterpart. But the latter is so chained to her household by the necessities of gathering fuel, preparing food and tending children that she is very difficult to reach, even if health services, nutrition, education, maternal and child health centres are available in her community. She does not understand what they are intended to do.

If we examine the opportunities for education of girls or women in less developed countries, we usually find a dismal picture. In some countries, the ratio of boys to girls in secondary schools is more than seven to one. What happens to the girls? Often they are kept at home to look after younger siblings and to perform a variety of domestic chores. Their education is not perceived as in any way equal in importance to that of boys. When a non-literate or barely literate girl reaches adolescence, she has little or no qualification for employment, even if her community provides any opportunity for the employment of women. The solution is to get her married as soon as possible, with the inevitable result that she produces children too soon, too often and too late. With no formal education, she is hardly aware that there is any alternative. In a study made in Thailand, it was noted that the literate woman marries later and ceases childbearing earlier than her non-literate counterpart. But the latter is so chained to her household by the necessities of gathering fuel, preparing food and tending children that she is very difficult to reach, even if health services, nutrition, education, maternal and child health centres are available in her community. She does not understand what they are intended to do.

If we examine the opportunities for education of girls or women in less developed countries, we usually find a dismal picture. In some countries, the ratio of boys to girls in secondary schools is more than seven to one. What happens to the girls? Often they are kept at home to look after younger siblings and to perform a variety of domestic chores. Their education is not perceived as in any way equal in importance to that of boys. When a non-literate or barely literate girl reaches adolescence, she has little or no qualification for employment, even if her community provides any opportunity for the employment of women. The solution is to get her married as soon as possible, with the inevitable result that she produces children too soon, too often and too late. With no formal education, she is hardly aware that there is any alternative. In a study made in Thailand, it was noted that the literate woman marries later and ceases childbearing earlier than her non-literate counterpart. But the latter is so chained to her household by the necessities of gathering fuel, preparing food and tending children that she is very difficult to reach, even if health services, nutrition, education, maternal and child health centres are available in her community. She does not understand what they are intended to do.

If we examine the opportunities for education of girls or women in less developed countries, we usually find a dismal picture. In some countries, the ratio of boys to girls in secondary schools is more than seven to one. What happens to the girls? Often they are kept at home to look after younger siblings and to perform a variety of domestic chores. Their education is not perceived as in any way equal in importance to that of boys. When a non-literate or barely literate girl reaches adolescence, she has little or no qualification for employment, even if her community provides any opportunity for the employment of women. The solution is to get her married as soon as possible, with the inevitable result that she produces children too soon, too often and too late. With no formal education, she is hardly aware that there is any alternative. In a study made in Thailand, it was noted that the literate woman marries later and ceases childbearing earlier than her non-literate counterpart. But the latter is so chained to her household by the necessities of gathering fuel, preparing food and tending children that she is very difficult to reach, even if health services, nutrition, education, maternal and child health centres are available in her community. She does not understand what they are intended to do.

If we examine the opportunities for education of girls or women in less developed countries, we usually find a dismal picture. In some countries, the ratio of boys to girls in secondary schools is more than seven to one. What happens to the girls? Often they are kept at home to look after younger siblings and to perform a variety of domestic chores. Their education is not perceived as in any way equal in importance to that of boys. When a non-literate or barely literate girl reaches adolescence, she has little or no qualification for employment, even if her community provides any opportunity for the employment of women. The solution is to get her married as soon as possible, with the inevitable result that she produces children too soon, too often and too late. With no formal education, she is hardly aware that there is any alternative. In a study made in Thailand, it was noted that the literate woman marries later and ceases childbearing earlier than her non-literate counterpart. But the latter is so chained to her household by the necessities of gathering fuel, preparing food and tending children that she is very difficult to reach, even if health services, nutrition, education, maternal and child health centres are available in her community. She does not understand what they are intended to do.

By the time a child reached the age of two years, the psychologist says he is ‘self-conscious’. This is not the same as the lay use of the term, although there is a connection. The psychologist means that the child is aware that he is a self and not an extension of his mother. This awareness is shown in such behavioural acts as disobedience and the use of the word ‘no’ with emphasis, because the child is aware that he does not have to obey parental commands. Parental commands (moral imperative) are given throughout these two years first for the child’s own safety e.g. ‘Don’t touch the fire and secondly, so that he begins to develop some sense of right and wrong. An adult is able to weigh the consequence of his actions, partly because he has developed a concept of idea of time. The young child lacks this concept and is governed by immediate desires which must be fulfilled. Thus, in some situations, he can be excused for not behaving morally, i.e. making the choice which is ‘good’ for himself and others. In other situations, he knows what is right and chooses not to do it. Immature adults can also behave in this self-centred way.

By the time a child reached the age of two years, the psychologist says he is ‘self-conscious’. This is not the same as the lay use of the term, although there is a connection. The psychologist means that the child is aware that he is a self and not an extension of his mother. This awareness is shown in such behavioural acts as disobedience and the use of the word ‘no’ with emphasis, because the child is aware that he does not have to obey parental commands. Parental commands (moral imperative) are given throughout these two years first for the child’s own safety e.g. ‘Don’t touch the fire and secondly, so that he begins to develop some sense of right and wrong. An adult is able to weigh the consequence of his actions, partly because he has developed a concept of idea of time. The young child lacks this concept and is governed by immediate desires which must be fulfilled. Thus, in some situations, he can be excused for not behaving morally, i.e. making the choice which is ‘good’ for himself and others. In other situations, he knows what is right and chooses not to do it. Immature adults can also behave in this self-centred way.

By the time a child reached the age of two years, the psychologist says he is ‘self-conscious’. This is not the same as the lay use of the term, although there is a connection. The psychologist means that the child is aware that he is a self and not an extension of his mother. This awareness is shown in such behavioural acts as disobedience and the use of the word ‘no’ with emphasis, because the child is aware that he does not have to obey parental commands. Parental commands (moral imperative) are given throughout these two years first for the child’s own safety e.g. ‘Don’t touch the fire and secondly, so that he begins to develop some sense of right and wrong. An adult is able to weigh the consequence of his actions, partly because he has developed a concept of idea of time. The young child lacks this concept and is governed by immediate desires which must be fulfilled. Thus, in some situations, he can be excused for not behaving morally, i.e. making the choice which is ‘good’ for himself and others. In other situations, he knows what is right and chooses not to do it. Immature adults can also behave in this self-centred way.

By the time a child reached the age of two years, the psychologist says he is ‘self-conscious’. This is not the same as the lay use of the term, although there is a connection. The psychologist means that the child is aware that he is a self and not an extension of his mother. This awareness is shown in such behavioural acts as disobedience and the use of the word ‘no’ with emphasis, because the child is aware that he does not have to obey parental commands. Parental commands (moral imperative) are given throughout these two years first for the child’s own safety e.g. ‘Don’t touch the fire and secondly, so that he begins to develop some sense of right and wrong. An adult is able to weigh the consequence of his actions, partly because he has developed a concept of idea of time. The young child lacks this concept and is governed by immediate desires which must be fulfilled. Thus, in some situations, he can be excused for not behaving morally, i.e. making the choice which is ‘good’ for himself and others. In other situations, he knows what is right and chooses not to do it. Immature adults can also behave in this self-centred way.

By the time a child reached the age of two years, the psychologist says he is ‘self-conscious’. This is not the same as the lay use of the term, although there is a connection. The psychologist means that the child is aware that he is a self and not an extension of his mother. This awareness is shown in such behavioural acts as disobedience and the use of the word ‘no’ with emphasis, because the child is aware that he does not have to obey parental commands. Parental commands (moral imperative) are given throughout these two years first for the child’s own safety e.g. ‘Don’t touch the fire and secondly, so that he begins to develop some sense of right and wrong. An adult is able to weigh the consequence of his actions, partly because he has developed a concept of idea of time. The young child lacks this concept and is governed by immediate desires which must be fulfilled. Thus, in some situations, he can be excused for not behaving morally, i.e. making the choice which is ‘good’ for himself and others. In other situations, he knows what is right and chooses not to do it. Immature adults can also behave in this self-centred way.

As a rule the Emopa are very brave indeed and are among the few Africans who still hunt lion with the spear. They also kill elephants, not for food but for spear blooding or to prove their manhood. When elephants are located, there is great excitement and fierce competition among the young men. Each tries to be first to blood his spear, the one who does so claims the trophy. No young man is looked upon with favour by the girls until he has won his spurs by killing a dangerous animal.
But as brave as the Emopa are, two fierce man-eaters completely overawed them. This was partly due to the cunning and boldness of the lions, partly to the fact that when hunted, they would always retreat into dense riverine and undergrowth, where it was impossible for man to poise and throw a spear. Superstition had also added its quota to the fear with which they were regarded. It was said that before starting off on a raid the lions would retire to an open sandy place and there make two rows of depressions in the sand with their paws. Then, using twings as counters, they would play the ancient game of ‘baw’ (a game of unknown antiquity, which resembles draughts and is played all over Africa). If the omens were good they would raid a village and claim a victim, if not, they would wait. Another story had it that the lions were the spirits of two ‘holy men’ who had now come back in this shape to seek their revenge. So strongly was this view held that the local Emopa had petitioned a practising ‘holy man’ to come from a great distance to exorcise the spirits. He came with book, bell and candle and charged a fee of a hundred goats but the lions continued their depredations. To add to the legend of the lions invulnerability many hunters had tried on previous occasions to kill them and had failed owing to lack of time. This confirmed the Emopa’s opinion that lions were supernatural beings and that it was useless to hunt them.